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Parents and Teens on Screens

This webinar included a panel of experts discussing parents’, teens’, and preteens’ digital technology and social media use and its relation to mental health. Panel members were asked to discuss current patterns of social media use by parents and youth, and share about the potential for both positive and detrimental effects of social media, including the role of technology and social media in supporting social connectedness and awareness, while also contributing to mental health challenges. Panelists suggested approaches to social media use that incorporate mindfulness and support well-being. 

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Seattle Children’s First Approach Skills Training (FAST) Program

First Approach Skills Training (FAST) programs are designed to provide brief, evidence-based behavioral therapy for youth and families with common mental health concerns, in settings such as primary care clinics or schools where longer-term treatment is not typically provided. Program materials, as well as engagement and assessment tools for Mental Health Clinicians are available on this page.

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Program Evaluation Resources

CCFW has compiled these program evaluation resources, organized by research area.

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Addressing Post-Pandemic Trauma in Youth: How Mindfulness Practices Support Positive Mental Health Outcomes in Challenging Times

In this lecture, learn trauma-informed mindfulness strategies that empower youth by reshaping trauma reactions. The 3 co-founders of the Holistic Life Foundation discuss how accessible mindfulness and yoga have proven benefits in reducing stress, enhancing feelings of self-worth and self-love, and creating a sense of resilience and optimism. They also explore how the brain processes stress, intrusive thoughts, and negative self-talk. The co-founders aim for participants of the lecture to come away with a deeper understanding of mindfulness and yoga for addressing trauma and supporting positive mental health in youth.

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Promoting College Student and Staff Well-being Through a Mindfulness-based Coping Program

This CCFW study evaluated the impact on student and staff well-being of a mindfulness-based cognitive-behavioral coping program, Be REAL (Resilient Attitudes & Living), delivered by campus staff using a task-sharing approach. 

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Cumulative adversity, mindfulness, and mental health in first-time mothers experiencing low income

This CCFW collaborative paper reports the effects of low income and ACEs on new mothers. It also highlights the protective effects of mindfulness. NEW Parents Connect is a mindfulness-based program being evaluated at CCFW to support the well-being of new parents.

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BC Institute of Early Childhood Policy – A Life Course Perspective on the Promise of Public Preschool – Commentary

The Boston College Institute of Early Childhood Policy (BC IECP) is proud to disseminate this monograph commentary by faculty member Eric Dearing

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Whole Child Development: Navigating Trauma, Building Resilience, Optimizing Healing and Well-Being

Dr. Denese Shervington has an intersectional career in public health and academic psychiatry. This presentation utilizes the Social Ecological Model to explore the impact of interpersonal, community, institutional, and societal factors on individual-level behaviors in minoritized children, especially those living in poverty and experiencing racial oppression. A Healing Justice framework which expands upon current evidence-based models of screening and treatment to include ancestral and indigenous practice-based evidence and wisdom is offered as a method of transformational healing for minoritized children and their families.

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eNew Beginnings Online Parenting Program Helps You Support Happier, Healthier Children Following Divorce

eNBP is the Nation’s Leading Online Research- Based Program for Divorced & Separated Parents. eNew Beginnings Program teaches tools within the four building blocks of effective parenting after divorce or separation.

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Evidence for Social and Emotional Learning in Schools

This Learning Policy Institute report, written by Mark T. Greenberg, discusses the important evidence for social and emotional learning (SEL) in schools.

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